K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)

These are the specializations and their pre-requisites. These lists should be used as reference for curriculum maps.

AGRI-FISHERY ARTS
Specialization Number of Hours Pre-requisite
1. Agricultural Crops Production (NC I)
2. Agricultural Crops Production (NC II)++ 480 hours
3. Agricultural Crops Production (NC III) 640 hours Agricultural Crops Production (NC II)
4. Animal Health Care Management (NC III) 320 hours Animal Production (NC II)
5. Animal Production (NC II) +
When updated, this CG will become the following:
1. Animal Production (Poultry-Chicken) (NC II); 480 hours
2. Animal Production (Ruminants) (NC II); and
3. Animal Production (Swine) (NC II)
6. Aquaculture (NC II) 640 hours
7. Artificial Insemination (Ruminants) (NC II) 160 hours Animal Production (NC II)
8. Artificial Insemination (Swine) (NC II) 160 hours Animal Production (NC II)
9. Agricultural Crops Production (NC I) 320 hours
10. Fish Capture (NC II) ++ 640 hours
11. Fishing Gear Repair and Maintenance (NC III) 320 hours
12. Fish-Products Packaging (NC II) 320 hours
13. Fish Wharf Operation (NC I) 160 hours
14. Food (Fish) Processing (NC II) 640 hours
15. Horticulture (NC II) + 640 hours
16. Horticulture (NC III) 640 hours Horticulture (NC II)
17. Landscape Installation and Maintenance (NC II) 320 hours Agricultural Crops Production (NC I)
18. Organic Agriculture (NC II) 320 hours Agricultural Crops Production (NC I)
19. Pest Management (NC II) 320 hours Agricultural Crops Production (NC I)
20. Rice Machinery Operation (NC II) 320 hours Agricultural Crops Production (NC I)
21. Rubber Processing (NC II) 320 hours
22. Rubber Production (NC II) 320 hours
23. Slaughtering Operation (NC II) 160 hours Animal Production (NC II)
+
CG to be updated by December 2015
++
CG to be uploaded by December 2015

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 1 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)

HOME ECONOMICS
Number of
Specialization Pre-requisite
Hours
1. Attractions and Theme Parks (NC II) 160 hours
2. Barbering (NC II) 320 hours
3. Bartending (NC II) 320 hours
4. Beauty/Nail Care (NC II) 160 hours 40 hours of the subject during exploratory Grade 7/8
5. Bread and Pastry Production (NC II) 160 hours
6. Caregiving (NC II) 640 hours 40 hours of the subject during exploratory Grade 7/8
7. Commercial Cooking (NC III) 320 hours Cookery (NC II)
8. Cookery (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8
9. Dressmaking (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8
10. Events Management Services (NC III) 320 hours
11. Fashion Design (Apparel) (NC III) 640 hours Dressmaking (NC II) or Tailoring (NC II)
12. Food and Beverage Services (NC II) + 160 hours
13. Front Office Services (NC II) 160 hours 40 hours of the subject during exploratory Grade 7/8
14. Hairdressing (NC II) 320 hours
15. Hairdressing (NC III) 640 hours Hairdressing (NC II)
16. Handicraft (Basketry, Macrame) (Non-NC) 160 hours
17. Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 160 hours
18. Handicraft (Needlecraft) (Non-NC) 160 hours
19. Handicraft (Woodcraft, Leathercraft) (Non-NC) 160 hours
20. Housekeeping (NC II) + 160 hours
21. Local Guiding Services (NC II) 160 hours
22. Tailoring (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8
23. Tourism Promotion Services (NC II) 160 hours
24. Travel Services (NC II) 160 hours
25. Wellness Massage (NC II) 160 hours
+
CG to be updated by December 2015

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 2 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
INDUSTRIAL ARTS
Specialization Number of Hours Pre-requisite
+
1. Automotive Servicing (NC I) 640 hours
2. Automotive Servicing (NC II) 640 hours Automotive Servicing (NC I)
3. Carpentry (NC II) 640 hours
4. Carpentry (NC III) 320 hours Carpentry (NC II)
5. Construction Painting (NC II) 160 hours
6. Consumer Electronics Servicing (NC II) + 640 hours
7. Domestic Refrigeration and Airconditioning (DOMRAC) Servicing (NC II) 640 hours
8. Driving (NC II) 160 hours
9. Electrical Installation and Maintenance (NC II) 640 hours
10. Electric Power Distribution Line Construction (NC II) 320 hours Electrical Installation and Maintenance (NC II)
11. Electronic Products Assembly and Servicing (NC II) ++
(CG under construction based on Consumer Electronics Servicing 640 hours
(NC II) CG)
12. Furniture Making (Finishing) (NC II) + 480 hours
13. Instrumentation and Control Servicing (NC II) 320 hours Electronic Products Assembly and Servicing (EPAS) (NC II)
14. Gas Metal Arc Welding (GMAW) (NC II) 320 hours Shielded Metal Arc Welding (SMAW) (NC II)
15. Gas Tungsten Arc Welding (GTAW) (NC II) 320 hours Shielded Metal Arc Welding (GMAW) (NC II)
16. Machining (NC I) ++ 640 hours
17. Machining (NC II) 640 hours Machining (NC I)
18. Masonry (NC II) 320 hours
19. Mechatronics Servicing (NC II) 320 hours Consumer Electronics Servicing (NC II)
20. Motorcycle/Small Engine Servicing (NC II) 320 hours
21. Plumbing (NC I) 320 hours
22. Plumbing (NC II) 320 hours Plumbing (NC I)
23. Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit
Domestic Refrigeration and Airconditioning (DOMRAC)
[PACU]/Commercial Refrigeration Equipment [CRE]) Servicing 640 hours
Servicing (NC II)
(NC III)
24. Shielded Metal Arc Welding (NC I) 320 hours
25. Shielded Metal Arc Welding (NC II) 320 hours Shielded Metal Arc Welding (NC I)
26. Tile Setting (NC II) 320 hours
27. Transmission Line Installation and Maintenance (NC II) 640 hours Electrical Installation and Maintenance (NC II)
+
CG to be updated by December 2015
++
CG to be uploaded by December 2015
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 3 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)

INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)

Number of
Specialization Pre-requisite
Hours
1. Animation (NC II) 320 hours
2. 1. Telecom OSP and Subscriber Line Installation
Broadband Installation (Fixed Wireless Systems) (NC II) 160 hours (Copper Cable/POTS and DSL) (NC II)
2. Telecom OSP Installation (Fiber Optic Cable) (NC II)
3. Computer Hardware Servicing (NC II) + 320 hours
4. Computer Programming (NC IV) +
When updated, this CG will become the following:
1. Programming (.net Technology) (NC II)++ 320 hours
2. Programming (Java) (NC II)++
3. Programming (Oracle Database) (NC II)++
5. Computer System Servicing (NC II) ++
(CG under construction based on Computer Hardware Servicing (NC 320 hours
II) CG)
6. Contact Center Services (NC II) 320 hours
7. Illustration (NC II) 320 hours
8. Medical Transcription (NC II) 320 hours
9. Technical Drafting (NC II) 320 hours
10. Telecom OSP and Subscriber Line Installation
320 hours Computer Hardware Servicing (NC II)
(Copper Cable/POTS and DSL) (NC II)
11. Telecom OSP Installation (Fiber Optic Cable) (NC II) Telecom OSP and Subscriber Line Installation
160 hours
(Copper Cable/POTS and DSL) (NC II)
+
CG to be updated by December 2015
++
CG to be uploaded by December 2015

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 4 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
Course Description: Prerequisite: Animal Production NC II

This specialization course on Animal Health Care and Management leads to National Certificate Level III (NC 3). It is designed for students to enhance their knowledge, skills
and attitudes in accordance with industry standards. It covers basic competencies such as: (1) leading work place communication, (2) leading small team, (3) developing and
practicing negotiation skills, (4) solving problems related to work activities, (5) using mathematical concepts and techniques, and (6) using relevant technologies. The core
competencies include the skills, such as: (1) restraining and handling livestock, (2) applying bio-security measures; (3) administering drugs and biologics; (4) handling and
storing drugs and biologics; and (5) collecting and handling specimen.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Introduction
1. Basic concepts in animal
production
2. Relevance of the course
3. Career opportunities
The learner demonstrates
an understanding of basic
concepts and underlying
theories in Animal Health
Care and Management.
The learner independently
demonstrates competencies in
animal production as based on
TESDA Training Regulations.
1. Explain basic concepts in Animal Health
Care and Management.
2. Discuss the relevance of the course.
3. Explore career opportunities in Animal
Health Care and Management.

PERSONAL ENTREPRENEURIAL COMPETENCIES AND SKILLS (PECS)

1. Assessment of Personal
Competencies and Skills (PECS)
vis--vis a practicing
entrepreneur/employee
1.1. Characteristics
1.2. Attributes
1.3. Lifestyle
1.4. Skills
1.5. Traits
2. Analysis of PECS in relation to
that of a practicing
entrepreneur/employee
3. Align, strengthen and develop
ones PECS based on the results
The learner demonstrates
an understanding of one's
Personal Competencies
and Skills (PECs).
The learner recognizes his/her
Personal Competencies and Skills
(PECS) and is able to compare
these with the PECS of a
practicing entrepreneur/
employee involved in Animal
Health Care and Management.
LO 1. Develop and Strengthen TLE_PECS9-12-
Personal Competencies and Skills (PECS) 00-1
needed Animal Health Care and
Management.
1.1. Identify and assess one's PECS:
characteristics, attributes, lifestyle, skills,
and traits.
1.2. Identify successful entrepreneurs/
employees in the province.
1.3. Identify and assess a practitioners PECS:
characteristics, attributes, lifestyle, skills,
and traits.
1.4. Compare self with a practitioner.
1.5. Identify areas for improvement,
development and growth.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 5 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

ENVIRONMENT AND MARKETING ( EM)

The Market ( The Province)
1. Key concepts of the Market
2. Players in the Market
(Competitors)
3. Products and services available
in the market
The learner demonstrates
an understanding of the
market of
Animal Health Care in the
context of the province.
The learner independently
identifies the products/services
available and the competitors of
the Animal Health Care market in
the context of the province.
LO 1. Recognize and understand the TLE_EM9-12-
market for Animal Health Care. 00-1
1.1 Identify the players/ competitors within the
province.
1.2 Identify the different products/services
available in the market.
1.3 Enumerate the differences between these
products/ services.

THE MARKET PRODUCT The learner demonstrates The learner independently LO 2. Develop a product for the Animal TLE_EM9-12-
DEVELOPMENT understanding of identifies the customers within Health Care. 00-2
1. Key concepts of developing a developing a product in the Animal Health Care market. 2.1 Identify what is of Value to the customer.
product Animal Health Care and 2.2 Identify the Customer.
2. Finding Value Management. 2.3 Define and identify what makes a product
3. Innovation Unique Selling different.
Proposition (USP) 2.4 Enumerate and apply creativity and
innovation techniques to develop a product
that stands out.
2.5 Identify the Unique Selling Proposition
(USP) of the product.

THE MARKET - SELECTING The learner demonstrates The learner independently LO 3. Select a business idea for the Animal TLE_EM9-12-
BUSINESS IDEA an understanding of the selects a viable business idea. Health Care market based on the criteria 00-3
1. Key concepts of Selecting a techniques in selecting and techniques provided
Business Idea business ideas. 3.1 Identify potential business ideas to select
2. Criteria Techniques from.
3.2 Enumerate the various criteria.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 6 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

THE MARKET BRANDING
1. Key concepts of Branding
The learner demonstrates
an understanding of
branding and develops a
brand for their business
idea.
The learner independently
generates a brand for their
business idea.
LO 4. Develop a brand for the product. TLE_EM9-12-
4.1 Identify the benefits of having a good 00-4
brand.
4.2 Enumerate recognizable brands in the
town/province.
4.3 Enumerate the criteria for developing a
brand.
4.4 Generate a brand that is clear and follows
the techniques of generating a brand.

BASIC COMPETENCIES
LESSON 1: LEADING WORK PLACE COMMUNICATION (LWC)

Method of communication
Communication skills
Communication tools
Questioning techniques
The learner demonstrates
an understanding of the
underlying theories in
leading workplace
communication.
The learner independently
performs leading work place
communication based on TESDA
Training Regulations.
LO 1. Lead workplace communication. TLE_AFAAHM9-
1.1 Select appropriate communication method. 12LWC-Ia-1
1.2 Communicate multiple operations involving
several topic/areas.
1.3 Use questions to gain extra information.
1.4 Identify correct sources of information.
1.5 Select information and sequence correctly
when required.
1.6 Maintain verbal and written reporting in
both familiar and unfamiliar situations.

Method/techniques of discussion LO 2. Lead workplace discussion. TLE_AFAAHM9-

How to lead discussion 2.1 Provide right response to workplace issues. 12LWC-Ia-2
How to solicit response 2.2 Discuss constructive contributions are made
to workplace such issues as production,
quality and safety.
2.3 Communicate goals and aims of actions
under taken in the workplace.

Identify problems and issues LO 3. Identify and communicate issues TLE_AFAAHM9-

Organizing information on arising in the workplace. 12LWC-Ia-3
problem and issues 3.1 Identify issues and problems as they arise.
Relating problems and issues 3.2 Organize information regarding problems
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 7 of 33

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
CONTENT
Communication barriers affecting
workplace discussions.
LESSON 2: LEADING SMALL TEAM (LST)
Communication skills required for
leading small team
Skills and techniques in
promoting team building
Negotiating skills
Up to date dissemination of
instruction and requirements to
members
Art of listening and treating
individual team members concern
Duties and responsibilities of each
team member
Skills in identifying individual
skills, knowledge and attitude as
basis for allocating responsibilities
Knowledge in identifying each
team member duties and
responsibilities
Knowledge and skills in setting
individual performance
target/expectation
Team members duties and
responsibilities
Employee policies and procedures
Defining performance
expectations criteria
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015
K TO 12 BASIC EDUCATION CURRICULUM
(320 hours)
CONTENT STANDARD
The learner demonstrates
an understanding of the
underlying theories in
leading a small team.
PERFORMANCE STANDARD
The learner independently leads
a small team based on TESDA
Training Regulations.
*LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 8 of 33
LEARNING COMPETENCIES CODE
and issues coherently to ensure clear and
effective communication.
3.3 Initiate dialog with appropriate personnel.
3.4 Address communication problems and
issues as they arise.
LO 1. Provide team leadership. TLE_AFAAHM9-
1.1 Identify work requirements and prescribed 12LST-Ia-4
to remember.
1.2 Disseminate reasons for instruction and
requirements properly to team members.
1.3 Recognize and discuss team members
questions, problems, concerns and dealt
accordingly.
LO 2. Assign responsibilities among
members. TLE_AFAAHM9-
2.1 Allocate duties and responsibilities in 12LST-Ib-5
respect to the skills, knowledge and
attitude of every team member.
2.2 Allocate duties that are having regard to
individual preference, domestic and
personal considerations.
2.3 Identify and define properly the duties and
responsibilities of each member.
LO 3. Set performance expectation for TLE_AFAAHM9-
team members. 12LST-Ib-6
3.1 Establish performance expectations based
on client needs and according to assigned
requirements.
3.2 Perform expectations based on individual
team members duties and responsibilities.
3.3 Discuss and disseminate performance
expectations of individual team member.

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
CONTENT
Knowledge and skills in
monitoring team member
performance
Monitoring team operation to
ensure client needs and
satisfaction
Methods of monitoring
performance
Informal/formal counseling skills
LESSON 3: DEVELOPING AND PRACTICING NEGOTIATION SKILLS (DPN)
Background information on other
parties to the negotiation
Observing differences between
content and process
Identifying bargaining information
Applying strategies to manage
process
Applying steps in negotiating
process
Strategies to manage conflict
Steps in negotiating process
Decision making and conflict
resolution strategies procedures
Problem solving strategies on
how to deal with unexpected
questions and attitudes during
negotiation
Background information on other
parties to the negotiation
Observing differences between
content and process
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015
K TO 12 BASIC EDUCATION CURRICULUM
(320 hours)
CONTENT STANDARD
The learner demonstrates
an understanding of the
underlying theories in
developing and practicing
negotiation skills.
PERFORMANCE STANDARD
The learner independently
develops and practice
negotiation based on TESDA
Training Regulations.
*LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 9 of 33
LEARNING COMPETENCIES CODE
LO 4. Supervise team performance. TLE_AFAAHM9-
4.1 Define monitor team members 12LST-Ib-7
performance in respect to the performance
criteria.
4.2 Provide team members with feedback,
positive support and advice on strategies to
overcome any difficulties.
4.3 Inform team members of any change in
the priority allocated to assignment or task.
4.4 Provide communication follow-up on all
issues affecting the team.
LO 1. Plan negotiations. TLE_AFAAHM9-
1.1 Identify information in preparation for 12DPN-Ib-8
negotiation.
1.2 Include information in the preparation for
negation plan.
1.3 Identify information on creating non-verbal
environments for positive negotiations.
1.4 Include information on creating non-verbal
environments for positive negotiation plan.
1.5 Identify information on different
questioning techniques included in the
plan.
LO 2. Participate in negotiations. TLE_AFAAHM9-
2.1 Create an agreement for the criteria for 12DPN-Ic-9
successful outcome for all parties.
2.2 Consider desired outcome of all parties.
2.3 Use appropriate language throughout the
negotiation.
2.4 Prepare documents and agreement for
issues and processes agreed upon by all
parties.
2.5 Discuss possible solutions and assess their
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
viability.
2.6 Confirm and record areas for agreement.
2.7 Follow-up action is agreed upon by all
parties.

LESSON 4: SOLVING PROBLEMS RELATED TO WORK ACTIVITIES (SPW)

Observation, investigation and The learner demonstrates The learner independently LO 1. Explain the analytical techniques. TLE_AFAAHM9-
analytical techniques an understanding of the performs solving problems 1.1 Explain the importance and application of 12SPW-Ic-10
Brainstorming underlying theories in related to work activities. analytical techniques.
Cause and effect diagrams solving problems related 1.2 Define analytical techniques such as
PARETO analysis to work activities. brainstorming, cause and effects diagrams,
SWOT analysis PARETO analysis, SWOT analysis, Gantt
Gantt chart Chart, PERT CPM and graphs, and scatter
PERT CPM and graph grams.
SCATTERGRAMS

Normal operating parameters and LO 2. Identify the problem. TLE_AFAAHM9-

product quality 2.1 Identify variances from normal operating 12SPW-Ic-11
Identifying and clarifying the parameters and product quality.
nature of problem 2.2 Define extent, cause, and nature of the
Application of analytical problem on observation, investigation and
techniques analytical techniques.
2.3 State problems clearly. Specify the
problems.

Non-routine process and quality LO 3. Determine the possible cause/s of TLE_AFAAHM9-

problems the problem. 12SPW-Id-12
Teamwork and work allocation 3.1 Identify possible cause/s of problem based
problem on experience and the use of problem
Safety and emergency situations solving tools/analytical techniques.
and incidents 3.2 Develop possible cause of problem
statements.
3.3 Explain fundamental causes of the
problem.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 10 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
LESSON 5: USING MATHEMATICAL CONCEPTS AND TECHNIQUES (UMC)

Four fundamental operations The learner demonstrates The learner independently LO 1. Identify mathematical tools and TLE_AFAAHM9-
Steps in solving a problem an understanding of the performs using mathematical techniques to solve problems. 12UMC-Id-13
Standard formulas underlying theories in concepts and techniques. 1.1 Identify problem areas based on given
Conversion using mathematical condition.
Measurement concepts and techniques. 1.2 Select mathematical techniques based on
the given problem.

Problem-based questions LO 2. Apply mathematical TLE_AFAAHM9-

Estimation procedure/solution. 12UMC-Id-14
Use of mathematical tools and 2.1 Apply mathematical techniques based on
standard formulas the problem identified.
Mathematical techniques 2.2 Perform mathematical computations to the
level of accuracy required for the problem.
2.3 Determine the results of mathematical
computation based on job requirements.
2.4 Verify the results of mathematical
computation based on job requirements.

Four fundamental operations LO 3. Analyze results. TLE_AFAAHM9-

Steps in solving a problem 3.1 Review results of application base on 12UMC-Ie-15
Standard formulas expected and required specializations and
Conversion outcome.
Measurement 3.2 Apply appropriate action in case of error.

LESSON 6: USING RELEVANT TECHNOLOGIES (URT)

Machineries/equipment and their The learner demonstrates
application an understanding of the
Software/programs underlying theories in
using relevant
technologies.
The learner independently LO 1. Study/select appropriate TLE_AFAAHM9-
performs using relevant technology. 12URT-Ie-16
technologies. 1.1 Study appropriate technology based on
work requirements.
1.2 Identify appropriate technology based on
work requirements.
1.3 Select appropriate technology based on
work requirements.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 11 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Office technology LO 2. Apply relevant technology. TLE_AFAAHM9-

Industrial technology 2.1 Use relevant technology in carrying out 12URT-Ie-17
System technology function based on work requirements.
Information technology 2.2 Use applicable software and hardware as
Training technology per job requirement.
Different software/hardware 2.3 Observe management concepts as per
5S (Proper Housekeeping) established industry practices.

Corrective and preventive LO 3. Maintain/enhance relevant TLE_AFAAHM9-

maintenance technology. 12URT-Ie-18
Upgrading of technology 3.1 Apply maintenance of technology in
Communication skills accordance with the industry standard
Organizational set-up/work flow operating guidelines and occupational
health and safety procedure.
3.2 Maintain updating of technology through
continuing education or training in
accordance with job requirement.
3.3 Report immediately appropriate action for
technology failure/defect to the
concerned/responsible person or section.

COMMON COMPETENCIES
LESSON 7: APPLYING SAFETY MEASURES IN OPERATIONS (ASM)

Ways of identifying hazards in the
workplace
Personal Protective Equipment
Occupational Health and Safety
Standards (OSHS)
The learner demonstrates
understanding of various
ways of applying safety
measures in operations.
The learner independently
applies safety measures in
operations.
LO1. Determine areas of concern for TLE_AFAAHM9-
safety measures 12ASM-If-19
1.1 Identify work tasks in line with safe work
operations.
1.2 Determine place for safety measures in line
with safe work operations.
1.3 Determine time for safety measures in line
with safe work operations.
1.4 Prepare appropriate tools, materials and
outfits in line with job requirements.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 12 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Tools and materials specification LO2. Apply appropriate safety measures TLE_AFAAHM9-
and procedures 2.1 Use tools and materials according to 12ASM-Ig-h-20
Effectivity/expiration of materials specification and procedures.
Farm Emergency procedure 2.2 Wear outfits according to work
Hazards Identification requirements.
2.3 Strictly observe lifespan of materials
2.4 Follow emergency procedures to ensure
safe work efficiency.
2.5 Identify and report hazards in the work
place in line with industry guidelines.

Procedure in cleaning and storing LO3. Safe keep/dispose tools, materials TLE_AFAAHM9-
tools and outfits and outfit 12ASM-Ii-21
Technique in storing materials 3.1 Clean used tools and outfits.
Government requirement 3.2 Store tools and outfits in the designated
regarding waste disposal areas.
Waste management system 3.3 Properly label unused materials
3.4 Store unused materials according to
manufacturers recommendation and
requirements.
3.5 Dispose waste materials according to
manufacturers, government and industry
requirements.

LESSON 8: USING TOOLS AND EQUIPMENT (UTE)

Farm equipment The learner demonstrates The learner independently uses LO1. Select and use tools. TLE_AFAAHM9-
- Motorized equipment understanding of the tools and equipment animal 1.1 Appropriately identify tools according to 12UTE-Ij-22
- Electrical equipment different guidelines in health care and management. requirement.
Restraining tools using tools and equipment 1.2 Check tools.
- Power tools in animal health care and 1.3 Report defective tools in accordance with
- handheld tools management. the industry procedures.
Safety practices during operations 1.4 Safely use appropriate tools and equipment
restraing equipment according to job requirement and
Restraining equipment. manufacturers conditions.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 13 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Farm equipment and LO2. Select and operate equipment TLE_AFAAHM9-

specifications 2.1 Identify equipment to be used as per work 12UTE-IIa-b-23
Calibration and use of farm requirements.
equipment 2.2 Carefully read instructional manual of the
Familiarization to farm tools and tools and equipment prior to operation.
equipment 2.3 Conduct pre-operation check-up in line
Pre-operational check-up with manufacturers manual.
Farm Tools and equipment 2.4 Identify faults in equipment in line with
operation industry procedures.
Safety practices in using farm 2.5 Report faults in equipment in line with
tools and equipment industry procedures.

Maintenance of tools and LO 3. Perform preventive maintenance. TLE_AFAAHM9-

equipment 3.1 Clean tools and equipment immediately 12UTE-IIc-24
after use in line with farm procedures.
3.2 Perform routine check-up and
maintenance.
3.3 Store tools and equipment in designated
areas in line with farm procedures.

LESSON 9. PERFORMING ESTIMATION AND CALCULATION (PEC)

Problem solving procedures
Basic mathematical operations
Ruminant raising
The learner demonstrates
understanding of various
techniques in performing
estimation and calculation.
The learner independently
performs estimation and
calculation.
LO1. Perform estimation TLE_AFAAHM9-
1.1 Identify job requirements from written or 12PEC-IId-25
oral communications.
1.2 Estimate quantities of materials and
resources required to complete the work
task.
1.3 Estimate the time needed to complete a
work activity.
1.4 Make accurate estimation or work
completion.
1.5 Report estimate of materials and resources
to appropriate person.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 14 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Basic mathematical operations LO2. Perform basic workplace calculation TLE_AFAAHM9-

Systems of measurement 2.1 Identify calculations to be made according 12PEC-IIe-26
Units of measurement to job requirements
Conversion of units 2.2 Identify correct method of calculation
Fractions and decimals 2.3 Ascertain system and units of
Percentages and ratios measurement to be followed
Basic accounting principles and 2.4 Perform calculation needed to complete
procedures work task using the four basic
mathematical operations (addition,
subtraction, multiplication and division)
2.5 Perform computation involving fractions,
percentage and mixed numbers

CORE COMPETENCIES
LESSON 10: RESTRAINING AND HANDLING LIVESTOCK (RHL)

Selection and identification of The learner demonstrates The learner independently LO1. Select animals and observe its TLE_AFAAHM9-
livestock an understanding of the performs restraining and conditions. 12RHL-IIf-h-27
- Types of livestock underlying theories in handling livestock based on 1.1 Select the candidate livestock according to
Cattle restraining and handling of TESDA Training Regulations. instruction and specification of
Carabao livestock. supervisor/veterinarian.
Swine 1.2 Determine the stage of production of
Production stages of animals identified animal based on observation and
- Breeding animals/dry records.
- Gestating/pregnant 1.3 Observe the prevailing condition in terms
- Lactating of animal grouping.
- Weanling/weaner Baby pig 1.4 Report the prevailing condition in terms of
stage/calf animal grouping.
- Grower/ finisher
Observation and reporting
procedures of prevailing animal
condition.
- Animal grouping
Individual pen
Communal pen/ Group
Range type

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 15 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
- Observation procedures of
prevailing condition

Handling animals technique with LO 2. Apply appropriate handling and TLE_AFAAHM9-

minimal stress restraining technique. 12RHL-IIh-j-28
Selection of restraining 2.1 Handle the animal following the standard
techniques operating procedures to minimize animal
- Different restraining stress.
techniques 2.2 Select restraining technique based on the
Chute restraint degree of restraint needed.
Snooze restraint 2.3 Prepare tools, and equipment, supplies and
Tranquilizer materials according to restraining
Use of driving board technique to be applied.
Electric probe 2.4 Execute the chosen technique in
Hood accordance with the Animal Welfare Act.
Cart/truck/push cart
Preparation of tools and
equipment
- Driving board
- Snoozer
- Rope
- Emasculator
- Castration table/chute
- Sacks/hood
- Syringes/needles
- Medical supplies
Preparation and selection of
materials
- Sourcing quality of supplies
and materials
Inspect and check the farm tools
- Segregate defective tools and
equipments
- Minor repair and trouble
shooting
Prevent harm and undue risk to
restrainer and restrained animal
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 16 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Familiarization of the Animal
Welfare Act.
Execute chosen technique.
OSHS

LESSON 11: APPLYING BIO-SECURITY MEASURES (ABM)

Identification of immediate The learners demonstrate The learner independently LO 1. Identify bio-security threats and TLE_AFAAHM9-
threats an understanding of the performs bio-security as hazards. 12ABM-IIIa-b-
- Natural calamities concept underlying prescribed by Training regulation 1.1 Identify the immediate threats on the 29
- Physical threat theories in applying the of the TESDA and the BAI health of an animal.
- Unforeseen events bio-security standards. 1.2 Report based on observation.
Identifying bio-security threats. 1.3 Identify bio-security threats based on
- Animals other than the stocks established organizational policy.
being taken cared in the farm
- Finished products/by products
of animal
- production
- Traffic flow of potential
carriers
- Birds, pests and rodents

Preparation of supplies and LO 2. Apply disease prevention practices. TLE_AFAAHM9-

materials 2.1 Prepare the supplies and materials. 12ABM-IIIc-f-
- Different supplies and materials 2.2 Apply disinfectants according to standard 30
Application of disinfectants operating procedures.
- Different disinfectants 2.3 Prepare the vehicle baths, foot baths
Preparation of vehicle dip and foot regularly according to standard operating
baths practices.
Monitoring of wheel baths and 2.4 Monitor the vehicle bath, foot baths
foot baths regularly according to standard operating
- Monitoring procedures practices.
Practicing sanitation and hygiene 2.5 Follow strictly the proper hygiene and
in the farm sanitation of farm, farm personnel visitors
- Hygiene and sanitation based on and visitors based on standard
practices of farm, farm operating procedures.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 17 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
personnel and visitors 2.6 Disinfect vehicles and equipment
- Disinfection procedures for entering/used in the farm according to
vehicles and equipment standard operating procedures.
Stocks vaccination and quarantine 2.7 Vaccinate the stocks properly procedures.
- Stocks quarantine procedure 2.8 Implement strict vaccination/medication
- Vaccination of new stocks programs as designed by a veterinarian.
- Different vaccines
- Quarantine and new stocks
- Quarantine methods
Implementation of vaccination and
health programs
Vaccination programs
- Market fattener/Feeder stock
Program
- Breeder stock program
- Health programs
- Vaccination procedure
- Vaccination schedule
Medication program
- Deworming program
- Deticking
- Procedures of program
implementation
OSHS

Preventive measures on notifiable LO 3. Apply preventive disease TLE_AFAAHM9-

diseases transmission practices. 12ABM-IIIg-j-
- Preventive measures on 3.1 Follow the preventive measures on 31
notifiable diseases notifiable diseases as declared by BAI
Chemical disinfectants based on industry and BAI standards.
Physical sanitation 3.2 Strictly follow the medication and
- BAI standards vaccination programs recommended by
- Establishing linkages/agencies on manufacturers and veterinarians.
prevention of disease 3.3 Isolate the sick and unfit animals In
transmission accordance to animal welfare act or
Following medication and standard operating procedures.
vaccination programs
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 18 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Culling and isolation of unfit and sick 3.4 Dispose dead animals and by-products
animals using proper disposal method.
- Signs of sick animals 3.5 Communicate regularly with supervising
- Signs of unfit animals veterinarian or as the need arises based on
- Culling procedures observation.
- Isolation procedures
Disposal of dead animals or by-
products
- Bury animals
- Use of mortality pit
- Environmental codes and
regulations of waste disposal
Communicating regularly with
supervising veterinarian
- Contact details of supervising
veterinarian
- Contacting and coordinating with
supervising veterinarian
5S and 3Rs
OSHS

Appropriate records LO 4. Maintain records. TLE_AFAAHM9-

- Livestock population 4.1 Collect appropriate records regularly in 12ABM-IVa-d-
- Vaccination accordance with organizational policy. 32
- Medication 4.2 Update appropriate records regularly in
- Standard routine procedures accordance with organizational policy.
Updating of records 4.3 Analyze appropriate records regularly in
Collating of records accordance with organizational policy.
Analyzing of records 4.4 Keep appropriate records regularly in
Keeping of records accordance with organizational policy.
Reporting procedures based on 4.5 Report to veterinarian or supervisors based
records on records.
- Accomplishing checklist

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 19 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
LESSON 12: ADMINISTERING DRUGS AND BIOLOGICS (ADB)

Preparation of supplies and The learner demonstrates The learners independently LO 1. Prepare appropriate supplies, TLE_AFAAHM9-
materials an understanding of the performs the administering of materials, tools and equipment. 12ADB-IVe-g-
- Different supplies and underlying theories in medicine and biologics according 1.1 Check the necessary supplies, materials, 33
materials needed for the administering drugs and to the BAI standard. tools and equipment according to standard
activities medicine. operating procedure.
- Classifications of drugs and 1.2 Prepare the necessary supplies, materials,
biologics tools and equipment according to standard
- Sourcing quality supplies and operating procedure.
materials 1.3 Transport the supplies, materials, tools and
Preparation of tools and equipment to the pig house/pen using
equipment approved transport tools and equipment.
- Types and uses of tools and
equipment needed for the
activities
- Sanitizing tools and equipment
- Segregating defective tools
- Inspecting and adjusting of
equipment
- Minor troubleshooting and
basic repair
Transporting supplies, materials,
tools and equipment

Preparation of animals for: LO 2. Prepare animals. TLE_AFAAHM9-

- Routine application of vaccines 2.1 Prepare the animal according to standard 12ADB-IVh-j-34
and supplements organizational procedure or based on
- Treatment of sick or animal health status.
recumbent animals 2.2 Restrain animal using appropriate
- Routine or emergency surgical restraining technique in accordance with
procedures the relevant provision of the Animal
Restraining animals Welfare Act.
- Techniques in
restraining/handling animals
Chute restraint
Snooze restraint
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 20 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Tranquilizers
Use of driving board
Electric probe
Hood
Cart/truck/push cart
- Performing the proper
restraining/handling animal
procedures
- Relevant provisions in Animal
Welfare Act
- OSHS wearing proper PPE

Checking appropriate drugs and LO 3. Apply drugs and biologics. TLE_AFAAHM9-

biologics 3.1 Check drugs, biologics and the necessary 12ADB-Ia-e-35
- Generic names of precaution based on manufacturers or
drugs/biologics veterinarians recommendations.
- Brand names of 3.2 Estimate accurately the body weight of
drugs/biologics animal (if the quantity of drug is based on
- Dosage body weight).
- Route of administration 3.3 Determine the route of administration
- Precautions when based on manufacturers recommendation.
administering drugs and 3.4 Administer drugs and biologics according to
biologics standard operating procedures.
Body weight estimation methods 3.5 Dispose properly the used supplies and
and procedures materials following appropriate disposal
- Using weighing scales method.
Determining routes of drug 3.6 Clean properly and disinfect the reusable
administration supplies and materials and, stored
Routes of drug administration and following standard operating procedures.
their procedures
- Intramuscular
- Subcutaneous/Intra-cutaneous
- Intranasal
- Intra-venous
- Oral
- Topical
Administering appropriate drugs
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 21 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
and biologics
- Basic on-farm hygiene
procedures on drug
administration
Disposals of wastes
- Proper disposal of used
supplies and materials
- Incineration
- Garbage pit
- Bury
- Environmental codes and
regulations on wastes
disposals
Cleaning, disinfecting and storing
reusable supplies and materials
- Reusable supplies and
materials
OSHS in administering drugs and
biologics

Recording of administered drugs LO 4. Monitor and record response to TLE_AFAAHM9-

and biologics drugs and biologics. 12ADB-If-i-36
- Information on: 4.1 Record properly the names of
Names of drugs drugs/biologics and dosage administered to
Dosage of drugs animals on the animals respective record
- Accomplishing animals record card.
card 4.2 Check the reactions/responses of the
Checking and recording animal to the medication at least twice a
reactions/responses of animals to day.
the medication schedules 4.3 Record the reactions/responses of the
- Animals responses/ reactions: animal to the medication at least twice a
Recovering day.
Adverse reaction
Anaphylactic shock
Allergies
Pyrexia/fever
- Recording procedures
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 22 of 33

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
CONTENT
Updating biologics and drug
inventories
Monitoring medication and
vaccination programs
LESSON 13: HANDLING AND STORING DRUGS AND BIOLOGICS (HSD)
Inspecting drugs on their:
- Expiration dates
- Signs of damage
OSHS (wearing appropriate PPE)
Transporting drugs and biologics
- Different drugs and biologics
and their handling
requirements during transport
- Container/equipment and
materials use during transport
Proper disposal of used drug
bottles
- Disposing thru accredited
hauling institutions
- Burning
- Recycling
Reporting expired and damaged
drugs
- Checking the expiration of
drugs and biologics
- Damage drugs and biologics:
Discoloration
Cracks in the container,
distorted or missing labels
Molds
Reporting procedures
- Accomplishing forms/checklist
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015
K TO 12 BASIC EDUCATION CURRICULUM
(320 hours)
CONTENT STANDARD
The learner demonstrates
an understanding of the
underlying theories in
handling and storing drugs
and biologics.
PERFORMANCE STANDARD
The learner independently
performs handling and storing
drugs and biologics based on
Bureau of Animal Industry
standard.
*LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 23 of 33
LEARNING COMPETENCIES CODE
LO 5. Record data. TLE_AFAAHM9-
5.1 Update biologics and drug inventories. 12ADB-Ij-37
5.2 Monitor the medication and vaccination
programs.
LO 1. Prepare drugs and biologics. TLE_AFAAHM9-
1.1 Check drugs and biologics for expiration 12HSD-IIa-d-38
dates.
1.2 Check the contents for any signs of
damage.
1.3 Observe proper use of PPE.
LO 2. Transport drugs and biologics. TLE_AFAAHM9-
2.1 Transport drugs and biologics to and from 12HSD-IId-f-39
the farm building using specified container
equipment materials.
LO 3. Dispose used bottles and biologics. TLE_AFAAHD9-
3.1 Dispose used bottles properly using 12HSD-IId-j-40
approved disposal methods or Standard
Operating Procedures.
3.2 Report expired and damaged drugs and
biologics following Standard and Operating
Procedures.
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Storing unused drugs and LO 4. Store unused drugs and biologics. TLE_AFAAHM9-
biologics 4.1 Store unused drugs and biologics in their 12HSD-IIIa-e-
- Proper storage places: proper places based on SOP. 41
Medicine cabinet 4.2 Store unused drugs following the specific
Refrigerators storage temperature requirements as
Liquid nitrogen tank stated in the label.
Waste can for empty 4.3 Store unused drugs and biologics using
bottles FIRST-in-FIRST-out (FIFO) system.
- Storage temperature 4.4 Seal portion of unused drugs and biologics
requirements SOP.
- Using FIFO system in storing 4.5 Label sealed drugs and biologics SOP.
Sealing portions of unused drugs
and biologics
Labeling of sealed drugs and
biologics
- Label information

Maintaining records : LO 5. Maintain records. TLE_AFAAHM9-

- Inventory and consumption 5.1 Update records according to organization 12HSD-IIIe-g-
- Vaccination records (checklist) standard. 42
- Drug disposal records 5.2 Keep records according to organization
(checklist) standard.
Updating procedures

LESSON 14: COLLECTING AND HANDLING SPECIMEN (CHS)

Preparing the supplies and
materials
- Supplies and materials for
specimen collection and
transport
- Cleaning and sterilization
The learner demonstrates
an understanding of the
underlying theories in
collecting and handling
specimen.
The learner independently
performs collecting and handling
specimen based on Bureau of
Animal Industry standards.
LO 1. Prepare supplies, materials, tools TLE_AFAAHM9-
and equipment. 12CHS-IIIh-j-
1.1 Prepare supplies and materials needed for IVa-43
specimen collection.
1.2 Transport supplies and materials needed
for specimen collection.

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 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
processes of materials 1.3 Clean materials to be used according to
Sterilizing agents Standard Operating Procedures.
Preparing tools and equipment 1.4 Sterilize material to be used according to
- Tools and equipment for SOP.
specimen collection and 1.5 Prepare tools and equipment needed to
transport restrain animals based on restraining
- Inspection and adjustment of technique to be used.
equipment
- Check defective tools
- Minor troubleshoot and basic
repair
OSHS

Selecting restraining technique for LO 2. Prepare the animal.

animals 2.1 Select the appropriate restraining TLE_AFAAHM9-
- Restraining techniques and technique based on the degree restraint 12CHS-IVb-h-44
their procedures: needed.
- Chute restraint 2.2 Execute the chosen technique in
- Snooze restraint accordance to the conditions of the Animal
- Tranquilizer Welfare Act.
- Use of driving board
- Electric probe
- Hood
- Cart/truck/push cart
Executing the chosen restraining
technique
- Considering conditions of
animals
- Animal Welfare Act

Collecting specimen LO 3. Collect and transport specimen. TLE_AFAAHM9-

- Types of specimen 3.1 Collect specimen under the supervision of 12CHS-IVi-j-45
- Collecting appropriate the veterinarian.
specimen volume 3.2 Collect appropriate specimen volume based
- Placing in appropriate on Standard Operating Procedures.
container 3.3 Place collected specimen in appropriate
- Following instructions of container with cap or proper closure.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 25 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
veterinarian 3.4 Label the collected specimen in based on
Maintenance of required SOP.
temperatures for the collected 3.5 Maintain required temperature of collected
sample sample in accordance to Standard
- Required temperatures of each Operating Procedures.
type of specimens 3.6 Transport specimen to the diagnostic
Transporting of specimen laboratory following Standards Operating
Procedures.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 26 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
RESOURCES
METHODOLOGY ASSESSMENT METHOD
TOOLS EQUIPMENT MATERIALS
Allis tissue forceps Brainstorming Actual demonstration
Animals ( different stages Demonstration Demonstration of practical
of production) Direct observation skills
Ball pen/pencil Discussion Direct observation
Blood Film viewing Interview/Oral
Boots Group discussion questioning
Calculator Lecture Written examination
Cap ( cotton, rubber Multimedia presentation Actual rating of supervisors
stopper) Practical application ( Lesson 6)
Cart/truck /push cart of skills
Castration rack/table Self-paced learning
CD/ Video Player
CDs/Visual aids
Chemical disinfectants
Chute
Containers
Cool box
Cotton
Covered box
Disposable suit
Drenching gun
Driving board
Drugs and
biologics/medicine
supplies
Electric probe
Farm
Farm records/data
Forceps
Formalized solution
Glass slide
Hand outs
Hood
Ice packs
Learning guides
Learning materials

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 27 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
RESOURCES
METHODOLOGY ASSESSMENT METHOD
TOOLS EQUIPMENT MATERIALS
Lecture notes
Medication tray
Medicine cabinet
Mineral oil bottle
Modules/Books
Organ specimen
Paints
Paper
Cyclone wire
Portable power sprayer
PPE
Re-sealable plastic bag
Record
notebook/ball
pen/pencil
Reference materials
Refrigerant or ice
Refrigerator
Rope
Rubber stopper
Rust remover
Sacks/hoods
Scalpel and blade
Skin scraper
Snoozer
Sprayer ( Portable power
sprayer)
Styro box
Syringe and needles(10
ml, 20 ml)
Test tube
Tool box
Torch
Tranquilizer
Vehicles /equipment
Veterinary

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 28 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
RESOURCES
METHODOLOGY ASSESSMENT METHOD
TOOLS EQUIPMENT MATERIALS
materials
Vial test tube or glass
slide
Visual
materials/CDs/
Power Point
Presentation
Weighing Scale

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 29 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
GLOSSARY

1. Anaphylactic shock - manifest by the acute inflammation of an immunized animal when injected. The peculiar characters of these reactions are dependent
upon the site of the irritating agent, which is the vascular system in one instance and tissue spaces.
2. Animal Welfare act - law under R.A. 8485 that protect the animals from abusing it.
3. Bio- security - Security from transmission of infectious diseases, parasite and pest .Bio- security threats come from the possible introduction of
diseases in the herd or flock, which not known to have a disease.
4. Biologics - Agent such as vaccine, that gives immunity to diseases or harmful biotic stresses.
5. Breeding animals - Animals that raised for reproduction.
6. Calf - Newly born cattle or buffalo of either sex.
7. Castration - Process of removing the primary sex organ of the male animal.
8. Chute - Structure used to restrain cattle or carabao which measure 2m L x1.0 m width x1.2 m H
9. Communal penning - Types of pen that are commonly used for the different age of an animal.
10. Culling - Process of removing the unproductive animal in the herd based on the important economic traits and overall performance.
11. Detickling - Process of removing ticks by using chemical and dust.
12. Deworming - Process of removing the worm or the internal parasite by giving dewormer or anthelmintic preparation.
13. Disinfectant - Chemical preparation that is used in killing or removing the microorganism that cause diseases.
14. Driving board - Flexible board from which a dive may be executed, secured at one end and projecting over water at the other. Also called
springboard.
15. Drugs - Substance used in the diagnosis, treatment or prevention of a disease or as a component of medication.
16. Dry period - Period starting from weaning to breeding.
17. Dry animal - Animal that are newly separated from their litter which are not yet returning to heat.
18. - Emasculator Tool used in the castration of livestock. Its function is to simultaneously crush and cut the spermatic cord, preventing
hemorrhaging while still detaching the testis from the animal.
19. Farrowing - Act of giving birth in swine.
20. Foot bath - Bath for cleansing, warming, soothing, or disinfecting the feet
21. Gestation period - Pregnancy period.
22. Grower or fattener - Animal raised intended for meat purposes.
23. Heifer - Young cattle or buffalo.
24. Incineration - A waste treatment process that involves the combustion of organic substances contained in waste materials.
25. Individual penning - Types of pen that are given to the animal individually.
26. Intra-dermal - Administration / Applying on the skin.
27. Intra-muscular injection - Injection of the medicine where the needle will be deep into the muscle or on the neck muscle or ham muscle.
28. Intra-nasal - Administration of medicine that the medicine will be passed on the nasal cavity.
29. Intra-venous - Injection where the needle will be deep into the veins.
30. Lactation - Secretion or formation of milk.
31. Live stock - Domestic animal kept for the use on a farm and raised for sale or for profit.
32. Loading chute - Equipment or vehicle used to travel the animal from one place to another.
33. Oral administration - Administration of medicine passing through the mouth.
34. Physical threats - Threats from natural disasters, infrastructure failure, and malicious destruction usually can't be predicted.
K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 30 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
35. Pig restrainer - Any materials that can be used to restrain the pig like rope.
36. Quarantine - Medical term for the act of keeping an object in enforced isolation for a period of time to limit or prevent the spread of disease or
infection.
37. Selection - Process of choosing the best animal in the group which is suited for your purpose.
38. Snooze restraint - Invention discloses a snooze restraint device which comprises a mechanical clock (2) comprising an alarm clockwork button.
39. Sterilization - Process that eliminates (removes) or kills all forms of life, including transmissible agents. button.
40. Specimen - Sample as of tissue, blood or urine, used for the analysis and diagnosis.
41. Subcutaneous injection - Types of injection that the needle is deep under the skin.
42. Topical - Process of applying medicine directly applied to the body.
43. Tranquilizer - Drug that is used to reduce anxiety, fear, tension, agitation, and related states of mental disturbance.
44. Vaccination - Process if injecting vaccine to the animal to enhance immunity.
45. Vaccine - Live but weak organism that is given to the animal to enhance immunity.
46. Weaning - Process of separating the young from each dam.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 31 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)
CODE BOOK LEGEND
Sample: TLE_AFAAHM9-12LWC-Ia-1

LEGEND SAMPLE DOMAIN / COMPONENT CODE

Leading Workplace Communication LWC
Learning Area and Technology and Livelihood Leading Small Team LST
Strand/ Subject or Education_Agri-Fishery Arts TLE_AFA Developing and Practicing Negotiation Skills DPN
First Entry
Specialization Animal Health Care and Management AHM9-12 Solving Problems Related to Work Activities SPW
Using Mathematical Concepts and Techniques UMC
Grade Level 9/10/11/12 Using Relevant Technologies URT
Uppercase Domain/ Content/ Applying Safety Measures in Operations ASM
Leading Work Place Communication LWC
Letter/s Component/ Topic Using Tools and Equipment UTE
- Performing Estimation and Calculation PEC
Roman Numeral Restraining and Handling Livestock RHL
*Zero if no specific Quarter First Quarter I Applying Bio-Security Measures ABM
Quarter Administering Drugs and Biologics ADB
Lower case Handling and Storing Drugs and Biologics HSD
letter/s Collecting and Handling Specimen CHS
*Put an en-dash (-)
Week Week one a
in between letters
to indicate more
than a specific week
-
Arabic Number Competency Lead workplace communication. 1

Technology-Livelihood Education and Technical-Vocational Track specializations may be taken between Grades 9 to 12.
Schools may offer specializations from the four strands as long as the minimum number of hours for each specialization is met.
Please refer to the sample Curriculum Map on the next page for the number of semesters per Agri-Fishery Arts specialization and those that have pre-requisites. Curriculum
Maps may be modified according to specializations offered by a school.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 32 of 33
 K TO 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
AGRI-FISHERY ARTS - ANIMAL HEALTH CARE AND MANAGEMENT NC III
(320 hours)

* Please note that these subjects have pre-requisites mentioned in the CG.
+ CG to be updated by December 2015 **This is just a sample. Schools make their own curriculum maps
++ CG to be uploaded by December 2015 considering the specializations to be offered. Subjects may be
Other specializations with no pre-requisites may be taken up during these semesters.
Pre-requisites of the subjects to the right should be taken up during these semesters.
taken up at any point during Grades 9-12.

K to 12 Agri-Fishery Arts Animal Health Care and Management (NC III) Curriculum Guide November 2015 *LO-Learning Outcomes STVEP Schools may cover more competencies in a week Page 33 of 33